TEFL Assignment 1 - Vocabulary Lesson

Plan [Objects in the Classroom] - RECENT

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Name of the Teacher Date Level of the class Length of lesson

08.11.2023 Pre-intermediate (A2) Level 60 minutes

Lesson Type: Vocabulary

Lesson Topic: Objects in the classroom

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
 Achieve a comprehensive understanding of the meaning, form, and pronunciation  Attained comprehension of ten newly introduced classroom-related words
of ten newly introduced words related to objects found in the classroom. through the use of real objects (realia) and participation in choral drills.
 Recognise and comprehend the function and purpose of each object.  Demonstrated the ability to apply the target vocabulary by choosing the
 Identify and employ the newly acquired vocabulary in relevant contexts during appropriate word from the multiple-choice options to complete sentences,
thereby solidifying understanding of the meaning and purpose of each object.
conversations.
 Improved conversational fluency and natural usage of the acquired
vocabulary through active participation in an interactive communicative
game, ensuring the language practice is both relevant and memorable.
Target vocabulary:  Expanded their vocabulary bank by acquiring additional words associated
with classroom objects.
Pencil, desk, rubber, ruler, blackboard, shelf, dictionary, bookcase, bin, and scissors

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Anticipated difficulties: Suggested solutions:

Include one relating to L1/age/level of the students and one for the 1. Incorporate activities that highlight the differences between the two languages.
10 words (meaning, form, or pronunciation). Provide explicit explanations and examples to address common
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 1. L1 pitfalls. Encourage regular practice and reinforce correct usage through
 The students' first language is Chinese, which may lead to interference in targeted exercises. Establish a language-use rule at the beginning of the
pronunciation, sentence structure, and word order when learning English. lesson, highlighting the benefits of speaking only English. Remind students to
 Given that the class is monolingual, there is a likelihood that the students use English when needed and provide gentle reminders if they revert to their
may revert to using their native language (L1) when encountering native language.
challenges or difficulties during the lesson.
2. Incorporate interactive and engaging activities to maintain their interest. Use a
2. Age variety of teaching methods including visuals, hands-on activities, and group
 Students at this age may have shorter attention spans and may struggle work to keep the lesson dynamic. Break the lesson into shorter, focused
with sustained focus on the lesson content. segments with regular transitions to keep their attention and energy levels up.

3. Level 3. Provide ample opportunities for controlled practice and gradually introduce
 At the pre-intermediate level, students may still face challenges with more challenging tasks. Offer scaffolded support by providing sentence
more complex sentence structures and may lack confidence in using the frames or prompts to help them express themselves. Encourage peer
language fluently. collaboration and offer positive reinforcement to boost confidence.

4. Target Vocabulary (meaning, form, and pronunciation) 4. Implement real-life examples, and context-based activities to help students
 Chinese learners may encounter challenges in understanding the meaning grasp the meaning and form of English words. Use pictures, gestures, and
and form of English words due to differences in syntax, grammar, and actions to enhance comprehension and make connections between the target
vocabulary, and they may also struggle with the pronunciation of English words and their meanings. Provide physical demonstrations of sounds and
consonants /l/ and /r//, as these sounds do not exist in their native offer practice activities that focus on minimal pairs to help students
language, impeding their ability to accurately learn and pronounce words differentiate between the /l/ and /r/ sounds. Incorporate games and ample
like "ruler" and "rubber." practice opportunities to improve pronunciation skills.

Language analysis:

Language Meaning of the item How you will present Concept Checking Grammatical Pronunciation

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Item meaning Questions form Use the IPA

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translator if needed
1. Pencil A narrow piece of wood, or a  Show a pencil to the students,  Is it used for writing or Noun /ˈpensl/
metal or plastic case, raise it for everyone to see, cooking? (Writing)
containing a black or coloured and explain, that is used for  Can you draw with a pencil?
substance, used for drawing or writing and drawing." (Yes)
writing.  Proceed to demonstrate by  Is it made of wood only?
writing on a piece of paper. (No)

2. Desk An object with a flat top like a  Point to a desk in the  Can you use a desk for Noun /desk/
table, often with drawers, classroom to draw students' writing or doing homework?
where you can study or do attention to it and explain that (Yes)
your work. it is where we sit to study and  Where do you often find it?
do work." (Classroom)
 Does it have drawers? (Yes)

3. Rubber A small tool used to erase or  Show a rubber and explain  Is it used to remove pencil Noun /ˈrʌbə(r)/
remove pencil marks from that it is used to remove marks? (Yes)
paper. pencil marks and is also  Can you use it to write?
known as an eraser. (No)
 Then, proceed to write on paper  What is the other name for a
and invite a student to rubber? (Eraser)
demonstrate.
4. Ruler A straight narrow piece of  Hold up a ruler and explain  Is it straight or round? Noun /ˈruːlə(r)/
wood, plastic or metal, that it helps us measure and (Straight)
marked in centimetres or draw straight lines.  Is it used for drawing or
inches, used for measuring or  Proceed to demonstrate by measuring? (Both)
for drawing straight lines, drawing a line on the board  Can you find it in a
using the ruler. classroom? (Yes)
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5. Blackboar A large board with a smooth  Point to the blackboard and  Can you draw on a Noun /ˈblækbɔːd/
d black or dark green surface on explain that we write on it blackboard? (Yes)
the wall that teachers write on with a chalk.  Is a blackboard usually on
with a piece of chalk.  Proceed to demonstrate by the wall? (Yes)
writing on the board.  Is it always black. (No)
 Beside black what another
colour can it be? (Green)
6. Shelf A flat, horizontal surface made  Point to a shelf in the  Can you put things on a Noun /ʃelf/
of wood, metal, glass, etc., classroom and explain that we shelf? (Yes)
attached to a wall or furniture can put books or objects on it.  Is a shelf usually on the
where you can place things. floor? (No)
 Is it horizontal or vertical?
(Horizontal)

7. Dictionary A book that gives a list of the  Present a dictionary and  Do we use it to find meaning Noun /ˈdɪkʃənri/
words of a language in explain that it helps us of words? (Yes)
alphabetical order and gives understand words and their  Can you find a story in a
meaning and explanations of meanings. dictionary? (No)
the words.  Is it usually a big book?
(Yes)

8. Bookcase A piece of furniture with  Point to a bookcase in the  Is it used to store shoes? Noun /ˈbʊkkeɪs/
shelves for keeping books on. classroom and say, "This is a (No)
bookcase. It's where we keep  Can you find it in a library?
our books." (Yes)
 Do you usually keep books
on a bookcase? (Yes)

9. Bin A container that you put waste  Point to a bin in the classroom  What do you put in a bin? Noun /bɪn/
or rubbish in. and say, "This is a bin. We put (Rubbish)
our rubbish in it."  Is a bin used for keeping

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 Demonstrate by walking to  food? (No)

the bin and throw rubbish in Should classrooms have
it. bins? (Yes)
10. Scissors A tool with two sharp blades  Hold up a pair of scissors and  What do you use scissors Noun /ˈsɪzəz/
used for cutting paper or other explain that we use them for for? (Cutting)
materials. cutting paper and other  Can you use scissors to
materials. write? (No)
 Demonstrate by cutting a  Can you get hurt with a
piece of paper. scissor? (Yes, if you are not
careful)

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern
Warmer To actively engage and excite 5 mins T-S  Welcome the students and introduce the engaging  Listen attentively as the
students, drawing on their game called "I Spy". teacher explains the rules of
prior knowledge and OCFB  Explain the rules of the game in a clear and engaging the game.
enthusiasm for the topic to manner.  Participate in the game by
kickstart the learning process.  Provide a demonstration of how to play the game by taking turns being the "spy"
giving clues. or "seeker".
 Keep it simple and playful to ensure they grasp the  Provide creative and
concept and see what they already know e.g., I spy challenging clues to engage
with my little eye something we sit on. (Chair) their classmates.
 Choose one student to take on the role of the "spy"  Experience a fun and
who will give the clues. interactive start to the

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 The rest of the students will be "seekers" who listen to lesson, setting a positive
the clues and try to identify the object. Encourage active tone for learning.
 participation and friendly competition by reminding
students that the game is about enjoying themselves.
The first student to guess correctly becomes the next
 "spy," ensuring continuous engagement.
Conclude the game by acknowledging the student who
 provided the most creative and challenging clues as the
winner of that round.

Presentation To ensure a thorough grasp 10 mins T-S  Begin by displaying real objects related to the new  Observe and identify the
meaning of the meaning of the new vocabulary. displayed objects.
target vocabulary and to Ss-Ss  Show the students the objects and ask if any of them  Collaborate in groups and
effectively embed it in recognize or are already familiar with the items. Divide explore and understand their
memory through the use of  the class into three groups, ensuring a mix of students assigned objects. Discuss
who may already be familiar with some objects and those  and learn about the meaning
real-life objects (realia).
who may be less so. and purpose of each object.
 Assign specific objects to each group, so they can focus Participate actively in the
on exploring and understanding those particular items.  activity, sharing their
Each group will focus on a set of objects, and they will knowledge and learning
 later share their understanding with the class, this from their peers.
collaborative approach encourages teamwork and Actively listen and engage
knowledge exchange among students.  with the teacher's
In their groups, have the students who are already explanations about the
 familiar with certain objects explain and demonstrate the meaning and purpose of each
usage of the objects to their peers. This activity will help object.
reinforce their understanding of the vocabulary in a
tangible way.
Take the opportunity to explain the meaning and purpose
 of each object, providing additional context where
necessary, to ensure comprehensive

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understanding.
 Encourage attentive listening and understanding by
incorporating concept-checking questions.

Presentation To guide students in 7 mins S-S  Introduce a worksheet activity to the students,  Carefully listen to the
form recognizing and explaining that they will be working on a word search teacher's instructions to
comprehending the correct puzzle of the objects found in the classroom. understand the activity.
grammatical structures and  Distribute the worksheets, each featuring a grid with a  Independently examine
spelling of the target word bank and a list of the target words for students to each image and use them as
search. (Fig. 1).
language. visual cues to locate and
 Clearly explain the task, instructing students to locate
circle the corresponding
and circle the corresponding vocabulary words in the
word search grid. vocabulary words in the
 Emphasize that the words can be found in various  word search grid. Engage
directions: horizontally, vertically, and diagonally. in class review, where they
 Allow students sufficient time to work on the word will compare their answers
search independently. and discuss the accurate
 Circulate around the classroom, providing support and spellings of the vocabulary
guidance as needed, ensuring that each student is  words. Take a moment to
engaged and addressing any questions or difficulties reflect on their learning,
that arise. focusing on spelling
 Once students have completed the activity, gather the patterns and how words are
class to review the answers together.  formed. Strengthen their
 Discuss the correct location of the vocabulary words
vocabulary knowledge and
in the word search grid and address any challenges or
spelling skills through
observations that may have emerged during the
active participation in the
exercise.
worksheet activity.
Presentation To ensure that students can 7 mins T-S  Instruct students to listen attentively and repeat after  Listen attentively and
pronunciation accurately pronounce the you. replicate the sounds
target vocabulary.  Utilize the chorus drilling technique by leading the produced by the teacher.
class in repeating the target vocabulary words  Engage in chorus drilling,
together. repeating the target

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 Model the pronunciation of the words effectively,  vocabulary words along

speaking slowly and clearly, and exaggerate mouth with the rest of the class.
movements to provide visual assistance to struggling Pay close attention to the
students. teacher's modelling of
 Allocate sufficient time for students to learn and pronunciation, observing
practice the correct pronunciation, paying close  mouth movements and
attention to helping them distinguish between sounds emulating them.
that may be confusing due to their L1 background. Practice and refine their
 Encourage students to carefully listen and imitate the pronunciation, aiming for a
sound and shape of the mouth made by the teacher, more natural and accurate
aiming to pronounce the words in a more natural rendition of the words.
manner.
Controlled To reinforce students' grasp 10 mins Ss-Ss  Divide students into five small groups, each  Analyse the sentences and
practice of each target vocabulary and consisting of three students. options and select the most
cultivate their ability to  Distribute a multiple-choice worksheet to each student suitable word from the
recognize and apply it in (Fig. 2), containing sentences related to the target options provided.
various contexts. vocabulary. Each sentence will have a blank space  Apply their understanding
where students can choose the most appropriate word of the target vocabulary to
from the options provided.
accurately complete the
 Instruct students to carefully read through the
sentences.
sentences and select the word that best fits the context
and meaning.  Engage in critical thinking
 Encourage students to analyse the sentences and apply to determine the context
their understanding of the target vocabulary to choose and meaning of each
the correct words. sentence.
 Monitor students' progress and provide assistance as
needed, ensuring they are making thoughtful choices.
 After completing the worksheet, review the answers
together as a class. Discuss the correct word choices
and clarify any doubts that may arise.

Production To boost students' confidence 16 mins Ss-Ss  Divide the class into two groups.  Collaborate in groups and
by providing  In their respective groups, instruct students to freely use the new

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opportunities for them to collaborate and create statements about classroom  vocabulary to create
freely explore and objects for the "Find Someone Who" game, using the statements for the game.
experiment with the target new vocabulary. Engage in conversations
vocabulary, allowing for  Encourage them to use their own words and be with their classmates, using
creative expression without creative in formulating these statements.  the target vocabulary to ask
 Have groups swap their worksheets with each other.
the pressure of providing a and answer questions.
Using the exchanged worksheets, students interact
predetermined answer.  Freely express themselves
with peers from the other group, asking questions
using the new vocabulary freely. For example, "Do using the target vocabulary.
you have a pencil on your desk?"
Students must record names of classmates who match
 the statements.
Circulate among the students to observe their
 interactions, providing support if needed.
Allow students the freedom to express themselves
 using their own words and the newly learned
vocabulary.
Set a specific time limit for the activity to ensure that
 students have ample opportunity to engage with their
classmates.
Discuss insights from classmates after the activity.


Cooler To wrap up the lesson on a 5 mins OCFB  Explain to the students that they're going to play a  Listen to the instructions
positive note, leaving game of charades related to objects in the classroom. for the charades game.
students eager for the next Ss-Ss  Write down the names of various objects from the  Take turns acting out words
class, and offering feedback vocabulary list on slips of paper. Fold them and place and guessing.
on the progress they've made them in a container.  Enjoy the game while
 Have each student take turns drawing a slip of paper reinforcing vocabulary
during the lesson.
and acting out the object without speaking, while the learned in the lesson.
rest of the class tries to guess what it is. Encourage Leave the lesson feeling

 the students to use gestures, body language, and optimistic and excited for
facial expressions to convey the object. Once a the next lesson.
 student's object is guessed correctly, they can

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choose the next person to act out an object.

 Keep the game lively and enjoyable, providing
positive feedback and encouragement to all
participants.
 Play for a designated amount of time, ensuring that
each student has a chance to participate.

Lesson Rationale (700-1000 words):

Why you have structured the lesson in the way that you have.

The PPP approach was utilized to structure the lesson, providing flexibility to meet the students' needs and sustain their engagement. By breaking down the learning process, it
facilitated comprehension and retention of language structures. This approach encouraged Total Physical Response (TPR), Student Talk Time (STT), and peer-to-peer learning,
allowing students to confidently utilize the language. This encouraged students to be more imaginative, exploratory, and confident when using their new vocabulary, which will aid
them in their future endeavours, whether at work, school, or the doctor, where English is the primary language of communication.

What each activity will contribute towards the learning aims and how this will be achieved.

The "I Spy" game serves as an engaging warmer activity, effectively capturing the students' attention and igniting their curiosity. By drawing on their prior knowledge and
enthusiasm for the topic, this game sets a positive and interactive tone for the lesson. Through this activity, students actively participate and take turns being the "spy" or "seeker,"
fostering a sense of friendly competition and camaraderie. This not only encourages a lively start to the lesson but also creates an atmosphere of enjoyment and eagerness to learn.

In the presentation stage focused on meaning, the use of real objects (realia) significantly contributes to the students' understanding of the target vocabulary. By displaying these
tangible items related to classroom objects, students are provided with a hands-on experience that deepens their comprehension. Grouping students based on their familiarity with
specific objects further enhances this understanding, as peers collaborate and share their knowledge. Additionally, concept-checking questions ensure that all students grasp the
meaning and purpose of each object, reinforcing their comprehension.

The presentation stage dedicated to form introduces a word search activity, effectively guiding students in recognizing and comprehending the grammatical structures and spelling
of the target language. This visual and interactive exercise challenges student to locate and circle the corresponding vocabulary words within the grid. By emphasizing that the

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words can be found in various directions, students are encouraged to think critically and apply their knowledge in different contexts. This activity reinforces their spelling skills and
strengthens their ability to identify the target vocabulary.

Pronunciation practice, achieved through chorus drilling, is a crucial component of the lesson. This technique ensures that students can accurately articulate the target vocabulary.
By leading the class in repetition, the teacher provides a collaborative platform for students to refine their pronunciation. The deliberate enunciation of words and visual guidance
through mouth movements aids struggling students, allowing them to mimic correct pronunciation effectively. This activity fosters a more natural and accurate rendition of the
vocabulary, enhancing their overall language skills.

Controlled practice involves a multiple-choice worksheet activity, wherein students are tasked with completing sentences related to the target vocabulary. This exercise reinforces
their understanding and application of the vocabulary in different contexts. By analysing sentences and selecting the most appropriate word, students engage in critical thinking and
apply their knowledge to determine context and meaning. This activity effectively challenges students to think independently and solidify their grasp of the target vocabulary.

The production stage, centred around the "Find Someone Who" activity, offers students an opportunity for creative expression without the pressure of providing predetermined
answers. By dividing the class into two groups and encouraging collaboration, students generate statements related to classroom objects. This promotes free and natural language
use, as they engage in conversations with their peers, asking and answering questions. This activity not only reinforces the target vocabulary but also cultivates confidence in using
it in real-life scenarios.

The lesson concludes with a charades game, serving as a fun and energetic cooler activity. This game reinforces the vocabulary learned throughout the lesson in an entertaining
manner. By acting out objects related to the classroom, students engage in non-verbal communication, further solidifying their recognition of the target vocabulary. The game leaves
students enthusiastic for future lessons, ending the session on a positive note and reinforcing their overall learning experience.

Other activities that you considered including and why you chose not to use them.

I considered various exercises for this lesson, but I made some modifications based on time constraints and the level of the students. Initially, I planned to include a hide and seek
game for objects or object hunt as the cooler, but I realised that some of the objects are very small and might be hard to find which will end up taking up more time. Therefore, I
opted for the charades, which I believed would be more suitable and engaging for their level of understanding.
Regarding the production stage, I had initially considered a board game where students roll a dice and create sentences using image of object that appears in the square it lands on.
However, I changed my mind as I realized it didn't promote the freer and natural communication that was essential for achieving the lesson's objectives.

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What you would do if any of your activities didn’t work in the way you have planned

If any of the activities doesn't go as planned, I will take note of it and make a record for future reference. If I notice that some students are struggling to grasp the activity, I will
rephrase the explanation and provide additional modelling to ensure better understanding. If the activity is not yielding the desired results, I will have backup activities prepared as a
plan B. For example, during the controlled practice phase, if students encounter difficulties with the multiple-choice activity, I can prompt them to create sentences using the
vocabulary words as an alternative approach. Flexibility and preparedness allow for smooth adjustments and ensure that the lesson continues to progress effectively.

Bibliography (if needed):

 The TEFL Academy.com. (27 October 2021). 5 Problems for Chinese Speakers of English, Available at: https://www.theteflacademy.com/blog/5-problemsfor-
chinese-speakers-of-english/ [Accessed 08/11/2023]

 Eslactive.com, I-Spy Game, Available at: https://eslactive.com/games/i-spy/ [Accessed 08/11/2023]

 SuperTeacherWorksheets.com. Word search Worksheet. Available at: https://www.superteacherworksheets.com/generator-word-search.html [Accessed

09/11/2023]

 Multiple choice worksheet created by me.

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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
Presentation Form

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Fig 1

Controlled Practice

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 Fig 2

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